CAASPP Report
The California Department of Education (CDE) announced last week that the public release of the CAASPP Summary Reports for 2016-2017 will continue to be postponed while they work on correcting errors within the reporting system that occurred during the transfer of data between the testing system and the reporting system. The new timeline for the public release of data is mid to late September. A detailed analysis of the CAASPP data will be provided in the October Learning Department Report.
CUSD English Language Development Report
Who is designated as an English Learner?
Students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses. The Home Language Survey completed when students first enroll in our schools helps identify our English Learners, by parents indicating on the survey that their child’s first language and/or the language most frequently spoken at home is a language other than English.
What happens after the Home Language Survey?
State and federal laws require all school districts in California to give a state test of English proficiency to students whose primary language is not English (as indicated by the Home Language Survey). In California, the name of the state test is the California English Language Development Test (CELDT). The results of the CELDT help to measure how is student is progressing toward proficiency in English in the areas of listening, speaking, reading and writing. Students are given a test to determine their proficiency level with the English language. Beginning in the spring 2018, the CELDT is being replaced by the English Language Proficiency Assessments for California (ELPAC). Every English Learner takes this test once a year, as a new student and as a returning student. The results of this test provide educators with important information relative to the individual supports that are needed to help students become fluent in English and in their academic courses.
What are the differences between the CELDT and the ELPAC?
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CELDT
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ELPAC
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Aligned with 1999 CA ELD Standards – five proficiency levels
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Aligned with 2012 CA ELD standards – three proficiency levels (Emerging, Expanding, Bridging)
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One test – two purposes; Initial assessment and annual assessment
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Two separate tests; initial assessment (IA) and annual summative assessment (SA). Initial identification to be brief and locally scored.
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Paper-pencil tests
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Paper-pencil tests with a potential to transition to computer-based tests
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July 1 – Oct 31: Annual Assessment Window
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Feb 1 – May 31: Annual Summative Assessment Window
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Five grades/grade spans: K-1, 2, 3-5, 6-8,
9-12
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Seven grades/grade spans: TK/K, 1, 2, 3-5,
6-8, 9-10, 11-12
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Five performance levels
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Four performance levels
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Reporting domains: Listening, Speaking, Reading and Writing
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Same
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When will the LPAC be given?
There will be an ELPAC Initial Assessment Field Test this year from August 28th – September 22nd 2017. CUSD participated in the field test last spring and will also participate this fall. New students to CUSD designated as EL will test using the CELDT and will be identified as either an English Learner (EL) or as fluent in English (iFEP). We are almost done CELDT testing all new students. Returning students will take the ELPAC Summative Assessment this spring 2018 between February 1st and May 31st. In 2018-2019, the ELPAC initial assessment will be used for new students and the ELPAC summative assessment will be used for all returning EL students.
CUSD EL Demographics 2016-2017
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English Learner
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Initial Fluent
English Proficient
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Reclassified Fluent English Proficient
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Total
#
Students
|
|
CUSD
|
100
|
167
|
118
|
385
|
|
Village
|
54
|
22
|
25
|
101
|
|
Silver Strand
|
19
|
16
|
9
|
44
|
|
CMS
|
17
|
50
|
34
|
101
|
|
CHS
|
10
|
79
|
50
|
139
|
|
|
CUSD
|
VES
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SSES
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CMS
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CHS
|
|
% EL Making CELDT Growth
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80.4%
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57.9%
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93.8%
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100%
|
87.5%
|
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# Long Term English Learners
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2
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0
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0
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1
|
1
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What are the implications on curriculum and instruction?
The new ELD standards adopted in 2012 are incorporated into the current California State Standards for English Language Arts and across all disciplines. It is critical that our classroom educators:
- Ensure both Integrated ELD (iELD) and Designated ELD (dELD) are both taught in the classroom. These are specific strategies that support English language development and comprehension in all content areas.
- Connect all instruction to the ELD standards
- Receive professional learning related to iELD and dELD
- Collaborate with ELD teachers to provide individualized learning opportunities for our English Learners